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Biases, Barriers, and Possible Solutions: Steps Towards Addressing Autism Researchers Under-Engagement with Racially, Ethnically, and Socioeconomically Diverse Communities / Melissa MAYE in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : Biases, Barriers, and Possible Solutions: Steps Towards Addressing Autism Researchers Under-Engagement with Racially, Ethnically, and Socioeconomically Diverse Communities Type de document : Texte imprimé et/ou numérique Auteurs : Melissa MAYE, Auteur ; Brian A. BOYD, Auteur ; Frances MARTINEZ-PEDRAZA, Auteur ; Alycia K. HALLADAY, Auteur ; Audrey THURM, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.4206-4211 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Bias Cultural Competency Healthcare Disparities Humans Autism Engagement Ethnicity Participation Race Socioeconomic status to disclose. Index. décimale : PER Périodiques Résumé : Autistic individuals who are also people of color or from lower socioeconomic strata are historically underrepresented in research. Lack of representation in autism research has contributed to health and healthcare disparities. Reducing these disparities will require culturally competent research that is relevant to under-resourced communities as well as collecting large nationally representative samples, or samples in which traditionally disenfranchised groups are over-represented. To achieve these goals, a diverse group of culturally competent researchers must partner with and gain the trust of communities to identify and eliminate barriers to participating in research. We suggest community-academic partnerships as one promising approach that results in high-quality research built on cultural competency, respect, and shared decision making. En ligne : http://dx.doi.org/10.1007/s10803-021-05250-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4206-4211[article] Biases, Barriers, and Possible Solutions: Steps Towards Addressing Autism Researchers Under-Engagement with Racially, Ethnically, and Socioeconomically Diverse Communities [Texte imprimé et/ou numérique] / Melissa MAYE, Auteur ; Brian A. BOYD, Auteur ; Frances MARTINEZ-PEDRAZA, Auteur ; Alycia K. HALLADAY, Auteur ; Audrey THURM, Auteur ; David S. MANDELL, Auteur . - p.4206-4211.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4206-4211
Mots-clés : Autism Spectrum Disorder Autistic Disorder Bias Cultural Competency Healthcare Disparities Humans Autism Engagement Ethnicity Participation Race Socioeconomic status to disclose. Index. décimale : PER Périodiques Résumé : Autistic individuals who are also people of color or from lower socioeconomic strata are historically underrepresented in research. Lack of representation in autism research has contributed to health and healthcare disparities. Reducing these disparities will require culturally competent research that is relevant to under-resourced communities as well as collecting large nationally representative samples, or samples in which traditionally disenfranchised groups are over-represented. To achieve these goals, a diverse group of culturally competent researchers must partner with and gain the trust of communities to identify and eliminate barriers to participating in research. We suggest community-academic partnerships as one promising approach that results in high-quality research built on cultural competency, respect, and shared decision making. En ligne : http://dx.doi.org/10.1007/s10803-021-05250-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills / Allison F. BEAN in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
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Titre : Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills Type de document : Texte imprimé et/ou numérique Auteurs : Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur Article en page(s) : p.1018-1030 Langues : Anglais (eng) Mots-clés : Autism Engagement Language impairment Literacy Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030[article] Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills [Texte imprimé et/ou numérique] / Allison F. BEAN, Auteur ; Brenda I. PEREZ, Auteur ; Jaclyn M. DYNIA, Auteur ; Joan N. KADERAVEK, Auteur ; Laura M. JUSTICE, Auteur . - p.1018-1030.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.1018-1030
Mots-clés : Autism Engagement Language impairment Literacy Shared book reading Index. décimale : PER Périodiques Résumé : Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. En ligne : http://dx.doi.org/10.1007/s10803-019-04306-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 Community engagement and knowledge translation: Progress and challenge in autism research / Mayada ELSABBAGH in Autism, 18-7 (October 2014)
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Titre : Community engagement and knowledge translation: Progress and challenge in autism research Type de document : Texte imprimé et/ou numérique Auteurs : Mayada ELSABBAGH, Auteur ; Afiqah YUSUF, Auteur ; Shreya PRASANNA, Auteur ; Keiko SHIKAKO-THOMAS, Auteur ; Crystal A RUFF, Auteur ; Michael G FEHLINGS, Auteur Article en page(s) : p.771-781 Langues : Anglais (eng) Mots-clés : community needs engagement knowledge translation low- and middle-income countries Index. décimale : PER Périodiques Résumé : The last decade has seen significant growth in scientific understanding and public awareness of autism. There is still a long road ahead before this awareness can be matched with parallel improvements in evidence-based practice. The process of translating evidence into community care has been hampered by the seeming disconnect between the mainstream scientific research agenda and the immediate priorities of many communities. The need for community engagement in the process of translating knowledge into impact has been recognized. However, there remains little consensus or empirical data regarding the process of such engagement and how to measure its impact. We shed light on a number of engagement models and tools, previously advocated in health research, as they apply to autism research. Furthermore, we illustrate the utility of such tools in supporting identification of knowledge gaps and priorities, using two community-based case studies. The case studies illustrate that information generated from research is indeed relevant and critical for knowledge users in the community. Simple and systematic methods can support the translation and uptake of knowledge in diverse communities, therefore enhancing engagement with research and bridging research findings with immediate community needs. En ligne : http://dx.doi.org/10.1177/1362361314546561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Autism > 18-7 (October 2014) . - p.771-781[article] Community engagement and knowledge translation: Progress and challenge in autism research [Texte imprimé et/ou numérique] / Mayada ELSABBAGH, Auteur ; Afiqah YUSUF, Auteur ; Shreya PRASANNA, Auteur ; Keiko SHIKAKO-THOMAS, Auteur ; Crystal A RUFF, Auteur ; Michael G FEHLINGS, Auteur . - p.771-781.
Langues : Anglais (eng)
in Autism > 18-7 (October 2014) . - p.771-781
Mots-clés : community needs engagement knowledge translation low- and middle-income countries Index. décimale : PER Périodiques Résumé : The last decade has seen significant growth in scientific understanding and public awareness of autism. There is still a long road ahead before this awareness can be matched with parallel improvements in evidence-based practice. The process of translating evidence into community care has been hampered by the seeming disconnect between the mainstream scientific research agenda and the immediate priorities of many communities. The need for community engagement in the process of translating knowledge into impact has been recognized. However, there remains little consensus or empirical data regarding the process of such engagement and how to measure its impact. We shed light on a number of engagement models and tools, previously advocated in health research, as they apply to autism research. Furthermore, we illustrate the utility of such tools in supporting identification of knowledge gaps and priorities, using two community-based case studies. The case studies illustrate that information generated from research is indeed relevant and critical for knowledge users in the community. Simple and systematic methods can support the translation and uptake of knowledge in diverse communities, therefore enhancing engagement with research and bridging research findings with immediate community needs. En ligne : http://dx.doi.org/10.1177/1362361314546561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches / Kristin STRAUSS in Research in Autism Spectrum Disorders, 8-4 (April 2014)
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Titre : Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches Type de document : Texte imprimé et/ou numérique Auteurs : Kristin STRAUSS, Auteur ; Marco ESPOSITO, Auteur ; Giorgia POLIDORI, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Leonardo FAVA, Auteur Article en page(s) : p.413-423 Mots-clés : Autism Play Engagement Social functioning Index. décimale : PER Périodiques Résumé : This study examined the differential effect of a highly structured adult-directed behavioral treatment condition and a more flexible child-oriented blending of behavioral and developmental treatment strategies in a clinical group setting with autistic children. The children with autism following the more flexible child-oriented treatment condition engaged significantly more in higher-order play activities allowing for peer proximity and demonstrated better social functioning during activities with other autistic peers. A relation of child-oriented teaching utilizing less intrusive prompting to more developmentally appropriate play as well as social functioning was found. The findings suggest that child-oriented play and social skill interventions in the clinical context, although being applied in a group of autistic children, may facilitate social functioning and engagement. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.413-423[article] Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches [Texte imprimé et/ou numérique] / Kristin STRAUSS, Auteur ; Marco ESPOSITO, Auteur ; Giorgia POLIDORI, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Leonardo FAVA, Auteur . - p.413-423.
in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.413-423
Mots-clés : Autism Play Engagement Social functioning Index. décimale : PER Périodiques Résumé : This study examined the differential effect of a highly structured adult-directed behavioral treatment condition and a more flexible child-oriented blending of behavioral and developmental treatment strategies in a clinical group setting with autistic children. The children with autism following the more flexible child-oriented treatment condition engaged significantly more in higher-order play activities allowing for peer proximity and demonstrated better social functioning during activities with other autistic peers. A relation of child-oriented teaching utilizing less intrusive prompting to more developmentally appropriate play as well as social functioning was found. The findings suggest that child-oriented play and social skill interventions in the clinical context, although being applied in a group of autistic children, may facilitate social functioning and engagement. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition / Bethany R. WAINWRIGHT in Autism & Developmental Language Impairments, 5 (January-December 2020)
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Titre : Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Langues : Anglais (eng) Mots-clés : Narrative comprehension e-books autism engagement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520917943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Narrative comprehension e-books autism engagement Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520917943 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors / Jessica R. DYKSTRA STEINBRENNER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkSupporting peer engagement for low-income preschool students with autism spectrum disorder during academic instruction: A pilot randomized trial / Jonathan L. PANGANIBAN in Autism, 26-8 (November 2022)
PermalinkSymbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement / Bethany R. WAINWRIGHT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
PermalinkThe Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkThérapie d'Acceptation et d’Engagement et Bégaiement / Juliette DE CHASSEY in Rééducation Orthophonique, 256 (décembre 2013)
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